Please use this identifier to cite or link to this item: http://hdl.handle.net/11531/49504
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dc.contributor.authorSantaolalla Pascual, Elsaes-ES
dc.contributor.authorUrosa Sanz, Belén Mercedeses-ES
dc.contributor.authorMartín Carrasquilla, Olgaes-ES
dc.contributor.authorVerde Trabada, Anaes-ES
dc.contributor.authorDíaz Fouz, Tamaraes-ES
dc.date.accessioned2020-08-24T12:29:20Z-
dc.date.available2020-08-24T12:29:20Z-
dc.date.issued20/08/2020es_ES
dc.identifier.issn2071-1050es_ES
dc.identifier.urihttps://doi.org/10.3390/su12176748es_ES
dc.identifier.urihttp://hdl.handle.net/11531/49504-
dc.descriptionArtículos en revistases_ES
dc.description.abstractSe ha llevado a cabo un Proyecto de Innovación en la Formación inicial de maestros quienes vivenciaron primero, y diseñaron después, un PBL con actividades interdisciplinares de Matemáticas y Ciencias Sociales utilizando el Museo Arqueológico Nacional como recurso didáctico. Se han implementado las propuestas en una intervención con niños y niñas para evaluar la eficacia del Proyecto atendiendo a dos factores: a) la mejora de las competencias docentes para el trabajo interdisciplinar de los futuros maestros (N = 26) y b) la mejora en el aprendizaje de contenidos de Matemáticas y Ciencias Sociales de niños y niñas de Educación Primaria (N = 58). Se obtuvieron resultados estadísticamente significativos que evidencian empíricamente la eficacia del proyecto.es-ES
dc.description.abstractInterdisciplinary projects play an important role in the development of a student profile based on the 21st century skills. Nevertheless, the implementation of an interdisciplinary approach is a challenge for both teachers and teacher educators. The aim of this study is to create an interdisciplinary model for teacher education, and to provide an empirical study which analyses its impact on learning. An educational innovation project was carried out with preservice teachers who experienced and subsequently designed a Problem Based Learning with interdisciplinary activities including Mathematics and Social Sciences, using the National Archaeological Museum as an educational resource. The proposals were implemented amongst children to evaluate the project’s effectiveness, considering two aspects: (a) improved teaching skills for preservice teachers (N = 26) and (b) improved learning for Mathematics and Social Sciences content amongst primary school children (N = 58). In the case of the student teachers, the variance analysis implemented showed sufficient empirical evidence of the improvement between the pre and post treatment, in different dimensions of the teaching skills and competences. On the primary school students, some significantly statistic progresses were found concerning the learning of both subjects, as well as their perception of museums as place for learning.en-GB
dc.format.mimetypeapplication/pdfes_ES
dc.language.isoen-GBes_ES
dc.rightsCreative Commons Reconocimiento-NoComercial-SinObraDerivada Españaes_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/es_ES
dc.sourceRevista: Sustainability, Periodo: 1, Volumen: 12, Número: 17, Página inicial: 6748, Página final: 6771es_ES
dc.subject.otherInnovación educativa para una formación integral en diferentes etapas y contextoses_ES
dc.titleInterdisciplinarity in Teacher Education: Evaluation of the Effectiveness of an Educational Innovation Projectes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.description.versioninfo:eu-repo/semantics/publishedVersiones_ES
dc.rights.holderes_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.keywordsAprendizaje activo, enfoque interdisciplinar, museos, futuros maestros, competencias docentes, autoeficaciaes-ES
dc.keywordsinterdisciplinary approach; museums; teacher training; 21st-century skills; quality education; self-efficacy; active methodologies; college school cooperation; teacher collaborationen-GB
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